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Me and My Family
Birds in My Neighborhood
Patterning Development
Writing Development
Concepts in Cooking
Beyond Centers & Circle Time has been practiced and perfected through over
35 years of use by the staff and children of The Creative Pre-School located in
Tallahassee, Florida. The Beyond Centers and Circle Time Pre-Kindergarten
Curriculum Series is based on the theories of Lev Vygotsky, Jean Piaget, Erik
Erikson, Anna Freud, Howard Gardner, Sylvia Ashton Warner, Maria Clay and
David Elkind. The brain research as well as the research of Arnold Gesell,
Mildred Parten, Greta Fein, Kenneth Rubin, Sara Smilansky, Elizabeth Prescott
and Sybil Kritchevsky, and numerous other past and present contributors to the
knowledge base for the field of early childhood education have been used
through the years to substantiate and guide the design and implementation of
this curriculum work. This curriculum is also research-based through 25 years of
data collected on children with and without disabilities attending the Creative
Pre-School. The research and longitudinal follow-up supporting this curriculum
has shown that when children successfully master the stages of play, they are
developmentally guided toward success in reading, writing, and math skills.
Focusing on the intensity and density of well-planned, organized, and
scaffolded play experiences such as unit blocks, micro and macro dramatic
play, art, cooking, gross and fine motor development, fluid play, and emergent
literacy, adults using this curriculum will understand the stages of childrens play
behaviors and product creation. Through the use of this knowledge, adults
working with young children will be able to assess and scaffold each childs
individual developmental needs.
Below is a list of primary source theory works and research that have been used
in this effort.
Allen, K. E., and Marotz, L. (1989). Developmental profiles birth to six.
Albany, New York: Delmar.
Allen, K. E., and Marotz, L. (2003). Developmental profiles pre-birth through
twelve. (4th Ed.) Albany, New York: Delmar.
Ashton-Warner, S. (1963). Teacher. New York: A Bantam Book.
Clay, M. M. (1979). What did I write? Exeter, NH: Heinemann.
Elkind, D. E. (1988). Miseducation: Preschoolers at risk. New York:
Alfred A. Knopf.
Erikson, E. H. (1963). Childhood and society. (2nd ed.). New York: Norton.
Erikson, E. H. (1977). Toys and reason. New York: Norton.
Fein, G. G. (1976). A transformational analysis of pretending.
Developmental Psychology, 11, 291-296.
Fein, G. G., Moorin, E. R., & Enslein, J. (1982). Pretense and peer behavior:
An intersectoral analysis. Human Development. 25, 392-406.
Fein, G. G. (1979). Play with actions and objects. In B. Sutton-Smith (Ed.),
Play and Learning. 69-82. New York: Gardner.
Fein. G. G. (1981). Pretend play in childhood: An Integrative review. Child
Development, 52, 1095-1118.
Stannard, L., Wolfgang, C. H., Jones, I., & Phelps, P. (2001). A longitudinal
study of the predictive relations among construction play and
mathematical achievement. Early Child Development and Care, 167,
115-125.
Teganok D.W., Moran, J.D. III, DeLong, A.J., Brickey, J., & Ramassini, K.K..
Vygotsky, L. S. (1978). Mind in society: The development of higher mental
processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.),
Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1967). Play and its role in the mental development of the
child. Soviet Psychology, 5 (3), 6-18.
Vygotsky L. S. (1962). Thought and language. Translation newly revised
and edited by Alex Kozulin. Cambridge, MA: MIT Press.
Whitehurst, G.J., Arnold, D.S., Epstein, J.N., Angell, A.L., Smith, & Fischel, J.E.
(1994). A picture book reading intervention in day care and home for
children from low-income families. Developmental Psychology, 30,
679-689.
Whitehurst, G.J., Arnold, D.S., Epstein, J.N., Angell, A.L., Payne, A.C.,
Crone, D.A., & Fischel, J.E. (1994). Outcomes of an emergent literacy
intervention in Head Start. Journal of Educational Psychology, 86,
542-555.
Wolfgang, C. H., Stannard, L. L., & Jones, I. (2001). Block play performance
among preschoolers as a predictor of later school achievements in
mathematics. Journal of Research in Childhood Education, 15 (2),
173-180.
A complete bibliography can be found in the BCCT text, which is included in the
Beyond Centers & Circle Time Pre-Kindergarten Curriculum Theme Series. The
nine themes in the theme series provide early childhood educators with a
detailed morning schedule that includes lesson plans for the early morning
classroom arrangement, sharing circle, outside playtime, center time, and
literacy circle. Six DVDs are included which provide the opportunity for
continuous training on serving language rich meals, dramatic play episodes,
literacy circles, the theories that support a rich play environment, designing
literacy experiences, and continuous authentic assessment of childrens skills
and play abilities.
The Tennessee Early Childhood Early Learning Developmental Standards
arrange learning expectations from birth through age five. This alignment has
chosen to focus on ages 4-5, as this is the pre-kindergarten year. The learning
expectations for the 3-4 age group are also fully supported within the same
alignment examples. The sections of the Tennessee Early Childhood Early
Learning Developmental Standards, which will be aligned with The Beyond
Centers and Circle Time Curriculum for Pre-Kindergarten Children a
re as follows:
Section 1
Section 2
Early Literacy
Section 3
Section 4
Social Studies
Section 5
Creative Arts
Section 6
Approaches to Learning
Section 7
Physical Development
SECTION 1:
DOMAIN:
LANGUAGE DEVELOPMENT
RECEPTIVE LANGUAGE
LEARNING EXPECTATIONS:
The BCCT curriculum for birth through five describes the value of receptive
language skill development to later school success and provides early
educators with ideas that support the development of receptive language skills.
The three- and four-year-old Pre-Kindergarten Theme Series provides
opportunities for practicing receptive language skills through out each day.
Learning Expectations are supported through the following:
1. The Sharing and Story Circles described each morning in each theme are
supported by a quality childrens book. (An example can be found on page
5 of the theme Real and Make-Believe: A World of Imagination and in all four
weeks outlined in the nine themes.) These circles use dialogic reading
techniques to encourage listening skills.
2. The mealtime training video, Food, Fun, and Family Style Meals depicts a
quality family style meal experience that demonstrates the use of
conversational language.
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Participates in conversations
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discussions. (Specific examples are Food, Fun, and Family Style Meals and
Scaffolding Dramatic Play.)
2. Family style meals are encouraged in the curriculum with conversation
between children and the adults as a major focus. (View the DVD Food,
Fun, and Family Style Meals for specific details.)
3. Rich well-planned dramatic play experiences are described for each
week of each theme series. Dramatic play has been shown through
research to be an important vehicle for children to practice receptive
and expressive language skills.
4. All of the sharing and literacy circles discussed in the theme series provide
experiences for the children to discuss their ideas and provide information
to the group.
5. All of the recall experiences discussed in the theme series provide
experiences for the children to share their products and ideas with the
group.
SECTION 2:
EARLY LITERACY
DOMAIN:
COGNITIVE DEVELOPMENT
COMPONENT:
LEARNING EXPECTATIONS:
Can organize more events and more complex events in sequential order
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COMPONENT:
LEARNING EXPECTATIONS:
13
The BCCT curriculum theme series provides daily opportunities for early
childhood educators to expand childrens vocabularies through the language
rich discussions of animals and events described in the lesson plans.
Learning Expectations are supported through the following:
1. The Sharing and Story Circles described each morning in each theme are
supported by a quality childrens book. (An example can be found on
page 5 of the theme Real and Make-Believe: A World of Imagination and
in all four weeks outlined in each of the nine themes.)
2. Children and families are encouraged to bring objects and books that
can be used to expand vocabulary about the theme under discussion
and emphasis letter sounds. (Examples can be found in the Parent Letter
provided in the theme series.)
3. The mealtime training video, Food, Fun, and Family Style Meals depicts a
quality family style meal experience that demonstrates the use of
conversational language.
4. The Pre-Scaffolding Circles use a quality childrens book and questioning
techniques to develop language skills. (An example can be found on
page 20 of the theme Real and Make-Believe: A World of Imagination
and in all four weeks outlined in the nine themes.)
5. The Post-Scaffolding Circles are recall experiences that allow children to
practice speaking before a group and listening to shared events.
6. The Literacy Circles offer the children daily opportunities to listen to the
sounds of letters, play with words, and develop alphabetic knowledge
and phonemic awareness. (An example can be found on page 24 of the
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COMPONENT:
PHONOLOGICAL AWARENESS
LEARNING EXPECTATIONS:
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4. Activities that allow children to clap, stomp, etc. to the rhythm of the
syllable structure of words are suggested in literacy and sharing circles
throughout the theme series. (An example of such an experience can be
found on page 74 of the theme The Farm and the City: Rural and Urban
Settings.)
COMPONENT:
PRINT AWARENESS
LEARNING EXPECTATIONS:
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objects that begin with the letters under discussion and sharing items and
books for the topic of the theme.
2. Each sharing circle focuses on the new objects and words brought by the
children. These words are written on charts for later discussion. Objects
are placed on a table with a word card. (An example of this experience
can be found on page 7 in The Farm and the City: Rural and Urban
Settings and in the sharing circle throughout each theme in the series.)
COMPONENT:
VISUAL DISCRIMINATION
LEARNING EXPECTATIONS:
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COMPONENT:
LEARNING EXPECTATIONS:
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COMPONENT:
LEARNING EXPECTATIONS:
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COMPONENT:
LETTER RECOGNITION
LEARNING EXPECTATIONS:
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SECTION 3:
DOMAIN:
COGNITIVE DEVELOPMENT
COMPONENT:
LEARNING EXPECTATIONS:
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COMPONENT:
LEARNING EXPECTATIONS:
COMPONENT:
MEASUREMENT
LEARNING EXPECTATIONS:
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done each morning in the sharing circle. Block play provides numerous
opportunities for children to measure length and weight of objects. The
discussion of time, what comes next, and the order of the days events
are discussed in the pre-scaffolding experiences before center time each
day and in the recall activities at the end of center time.
COMPONENT:
LEARNING EXPECTATIONS:
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COMPONENT:
LEARNING EXPECTATIONS:
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DOMAIN:
COGNITIVE DEVELOPMENT
COMPONENT:
LIFE SCIENCE
LEARNING EXPECTATIONS:
Recognizes that people use their five senses to explore their environment
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COMPONENT:
LEARNING EXPECTATIONS:
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COMPONENT:
PHYSICAL SCIENCE
LEARNING EXPECTATIONS:
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4. All music experiences using instruments allow the children to make sounds
by creating a collision with two objects. (Example: hands on a drum)
SECTION 4:
SOCIAL STUDIES
DOMAIN:
COMPONENT:
HUMAN INTERACTIONS/CULTURES
LEARNING EXPECTATIONS:
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their jobs both inside and outside the home. Discussions in sharing circles
and pre-scaffolding group discussions are planned to provide children
opportunities to develop the skills and knowledge needed for these
learning expectations. (Examples can be found on pages 19 and 20 of
the theme, Me and My Family: Celebrating Our Similarities and
Differences.)
3. The sharing circles and pre-scaffolding discussions in the Theme Series
emphasize the jobs that are needed in the classroom. Cleanup time
helps children to participate in preparing the classroom for the next
activities. Discussion of the work helps children develop an awareness of
how their behavior affects others.
4. The outdoor games, cooking and art activities planned in the Theme
Series help the children to learn to take a turn and follow the rules of the
activity. (Examples can be found on pages 57 and 58 of the theme, The
Farm and the City: Rural and Urban Settings.)
COMPONENT:
HISTORY
LEARNING EXPECTATIONS:
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COMPONENT:
GEOGRAPHY/ECONOMICS
LEARNING EXPECTATIONS:
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SECTION 5:
CREATIVE ARTS
DOMAIN:
LEARNING EXPECTATIONS:
Responds to sounds
Uses sounds
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3. Lesson plans for games are included in each outdoor play lesson plan.
(An example can be found on pages 27-28 of the theme, Authors and
Illustrators: A Visit with Rosemary Wells and Dr. Seuss.)
4. Painting and drawing with crayons and markers are in each lesson plan
suggested for early morning, center time, and outside play. The BCCT
curriculum provides early childhood educators with developmental stages
that help interpret the symbolic development of young children as they
paint and draw. These stages of symbolic development are included in a
series of posters that can be mounted on the wall as well as in the
assessment tools.
5. Dramatic play scenarios are planned throughout each theme in the
Theme Series and a DVD entitled Scaffolding Dramatic Play included in
the support materials provided in the theme series.
6. Stages of dramatic play and social interaction are included in the
authentic assessment materials provided in the theme series support
materials.
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SECTION 6:
APPROACHES TO LEARNING
DOMAIN:
COMPONENTS:
SELF-CONCEPT/COOPERATION
LEARNING EXPECTATIONS:
Uses words and seeks adult help when needed to resolve conflicts
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COMPONENTS:
SELF CONTROL
LEARNING EXPECTATIONS:
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appropriate choices for both the activities they engage in and their
behavior.
3. The conflict resolution strategies used in the BCCT Curriculum are
explained in detail in the text Beyond Differences and Diagnoses. These
strategies help adults understand the stages of childrens behavior and
how to encourage their development of language and problem solving
skills.
4. The discipline policy used for this curriculum is published in the text Beyond
Differences and Diagnoses that encourages the use of language to get
their needs met.
5. Feelings and caring for others is embedded throughout the curriculum
series. (An example can be found on page 15 in the theme, Authors and
Illustrators: A Visit with Rosemary Wells and Dr. Seuss.)
COMPONENTS:
LEARNING EXPECTATIONS:
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and are filled with information and experiences that will help children
become eager learners, who are curious about their world.
2. The BCCT curriculum uses a unique method of counting play spaces that
ensures that there are always enough play materials available for the
children to make choices and work with. When there is enough for the
children to play with and the adults model the appropriate behavior and
use language that encourages children to solve problems rather than
engage in physical conflict, children learn to take turns and share as well
as make wise use of their time. (Examples of counting play spaces can be
found throughout each theme. Pages 21- 24 in the theme, Real and
Make-Believe: A World of Imagination illustrates a center time
environmental arrangement for 20 children using 56 play spaces.)
3. When the experiences provided and the adult scaffolding is appropriately
matched to each childs development, they will approach tasks with
confidence and determination. When tasks are too difficult and
mismatched to the childrens development they become apprehensive
and insecure about their abilities. When they stop trying they cannot
practice the skills needed to develop the early stages needed more a
more complicated task later. (An example can be found on the DVD
Literacy Throughout the Day. During the sound game with Ms. Susie all
answers are accepted and the children are eager to participate.)
4. Materials for exploration and creative construction are provided both
inside and outside the classroom in each BCCT theme. When children are
provided opportunities to glue, draw, paint, cut, and construct as their
imaginations dictate they develop creativity and inventiveness. There are
no worksheets or pre-made art activities in any of the BCCT theme
experiences. (Examples can be found on pages 16, 17, and 18 and
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pages 43, 44, and 45 of the theme, Oceans and Ocean Life: Creatures
that Live in the Sea.)
SECTION 7:
PHYSICAL DEVELOPMENT
DOMAIN:
PHYSICAL DEVELOPMENT
COMPONENTS:
LEARNING EXPECTATIONS:
Moves with balance and control to perform simple, large motor tasks
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DOMAIN:
PHYSICAL DEVELOPMENT
COMPONENT:
FINE MOTOR
LEARNING EXPECTATIONS:
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DOMAIN:
PHYSICAL DEVELOPMENT
COMPONENT:
LEARNING EXPECTATIONS:
Performs some self-help skills independently
Follows basic health and safety rules
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